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Active Learning in Classics

This document discusses active learning methodologies that can be used in classics classrooms. It describes the learning gap between what is known about effective learning and what typically happens in classrooms. It then discusses various active teaching and learning strategies that can help close this gap, including using visual, auditory, and kinesthetic learning styles, accounting for multiple intelligences, cooperative group learning, and left and right brain learning preferences. Specific active learning methods like think-pair-share, group work, role play, and debates are also outlined. The document notes potential teacher concerns with active learning but argues for teachers taking on more facilitator and designer roles to implement these strategies effectively.

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gemma mondero
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21 views

Active Learning in Classics

This document discusses active learning methodologies that can be used in classics classrooms. It describes the learning gap between what is known about effective learning and what typically happens in classrooms. It then discusses various active teaching and learning strategies that can help close this gap, including using visual, auditory, and kinesthetic learning styles, accounting for multiple intelligences, cooperative group learning, and left and right brain learning preferences. Specific active learning methods like think-pair-share, group work, role play, and debates are also outlined. The document notes potential teacher concerns with active learning but argues for teachers taking on more facilitator and designer roles to implement these strategies effectively.

Uploaded by

gemma mondero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Active Learning Methodologies in Classics

Facilitators: Louise Potter & Colm Dooley


The Learning Gap =
the difference between what
we know about effective
learning... and what is currently
happening in the classroom.
Active teaching and Learning

• Presumes all are doing and thinking about


Learning Theories
• Visual/Auditory/Kinesthetic
• Left Brain/Right Brain
• Multiple Intelligences
• Co-operative/Group Learning

• http://www.lancsngfl.ac.uk/
nationalstrategy/literacy/files/
TheBrainandLearning.pdf
Visual/Auditory/Kinaesthetic Learners

• Visual Learners
Prefer to see information
• Auditory Learners
Prefer to hear information
• Kinaesthetic Learners
Learn best by doing, touching,
making
LEFT Brain RIGHT Brain
 Language  Forms and patterns
 Linearity  Spatial manipulation
 Logic  Dimension
 Number/Maths  Synthesis
 Sequence  Images and patterns
 Words of a Poem  Rhythm and Music
 From whole to parts  Tune of a Song
 Phonetic reading  From parts to Whole
 Unrelated Facts  Imagination
LOGICAL-MATHEMATICAL SPATIAL
How can I bring in numbers, calculations,
How can I use visual
logic, classifications, or critical thinking skills?
aids, visualisation,
colour, art or
INTERPERSONAL metaphor?
How can I engage students in
peer sharing or co-operative LINGUISTIC
learning? Planning for How can I use spoken or
Multiple written word?
INTRAPERSONAL Intelligences
How can I evoke personal
MUSICAL
feelings or memories, or give How can I bring in music or
students choices? environmental sounds, or set key
points in a rhythmic or melodic
framework?
NATURALIST
How can I draw in/evoke the
BODILY-KINAESTHETIC
world of nature? How can I involve the whole body or use
hands-on experiences?
Adapted from
Howard Gardner
Soft touch…
What is active learning?

• Active learning involves students doing things and


thinking about what they are doing.
• Active teaching and learning involves the use of
strategies which maximise opportunities for
interaction.
Attempts to avoid…

• Parroting in a vacuum

• Anonymity

• Disturbance/Misbehaviour

• Domination by the few

• Predictability

• Boredom
Attempts to…
• Develop skills

• Promote metacognition

• Promote collegiality

• Promote perseverance/resilience

• Engage/Motivate

• Promote problem solving and creativity


TWO MINUTE THINK!
Write down the objective/learning outcome
verbs that you would most often use for
your classes
How many of these?

• Reduce • Compose
• Change • Invent
• Replace • Predict
• Add • Qualify
• Arrange • Assemble
• Connect • Sequence
This is not new thinking…

I HEAR AND I FORGET


I SEE AND I REMEMBER
I DO AND I UNDERSTAND
Confucius 5th Century BCE China

“One must learn by doing the thing, for though you


think you know it-you have no certainty, until you try.”
Sophocles 5thCentury BCE Greece
TWO MINUTE THINK!
So how does this thinking alter the role of
the teacher in the classroom?
Old V New
Role of the teacher

• Receptacle of • Designer
knowledge. • Creator
• Examinations expert. • ‘Scaffolder’
• Authoritarian • Facilitator
• Text Book dominated • Reflective
• Transferral methods practitioner
• Active researcher
• Traditional
• Innovator
Concerns about cooperative/active
learning

• Losing control
• Dominance by strong individuals
• Discussion goes off track
• Takes too long to set up
• Lecture gets through material quicker
• Necessary level of planning by teacher, for it to
work properly, just too much.
• Large class sizes not conducive.
• Physical environment not suitable.
• Tradition-Parents/Students/Management
Active/Cooperative learning methods
• Polling • Walking Debate
• Group work • Interview
• Think pair share • Hot Seat
• Jigsaw • Role play
• Group projects • Freeze Frame
• Vox Pop • Brainstorming
• Wiki • Using clickers or
• Snowball traffic lights(caution)

• Think, pair share • Sandwich technique


Group Work
• Remember students may not know how to behave. They
may not be used to facing each other where facial
expressions can be even more hurtful than words.
• All ideas must be valued equally.
• One person speaks the rest listen
• Everyone should record though one person might be
nominated as reporter.
• Clear objectives need to be established
Tasks within group….
Differentiation

• Reader
• Illustrator
• Reporter
• Time Keeper
• Observer (Like secretary)
• Chairperson (Interpersonal)
• Group critic
• Runner – Clarifies with the teacher
• Summariser
Some reading suggestions:

• Mike Hughes

• Edward De Bono

• Carol McGuinness

• Paul Ginnis

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